Context, Parenting Practices, and Children’s School Readiness

• In Event: Social Competence and School Readiness

Abstract

This proposal examines the moderating role of contextual factors (i.e., race/ethnicity, SES, and child care type) in the relations between parenting practices (i.e., responsiveness, quality, home involvement) and children’s school readiness using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; NCES, 2009) data set. The study is grounded in the theory of the Ecological and Dynamic Model of Transition (Rimm-Kaufman & Pianta, 2000). Observations from analyses include that parents' responsiveness at 9 months was directly related to children's social-emotional and behavioral skills in the preschool year, regardless of contextual factors including race/ethnicity, SES, and child care experience. Interaction effects such as SES × 2-year parent quality were also identified, and highlight the need for more research in this area.

Authors

• Kristin Rispoli, Duquesne University

• Natalie Anne Koziol, University of Nebraska - Lincoln

• James B. Schreiber, Duquesne University

• Kara E. McGoey, Duquesne University